Torres's Model of Hispanic Identity Development Summarized by Kirsten Levine

Summary of Theory

Vasti Torres identified the importance of recognizing the correlation of ethnic identity and acculturation among Hispanic college students.  Torres published her first study of Hispanic Identity Development Theory in 1999, and expanded upon her research with her published longitudinal study in 2003.

According to Torres (2003), “[a]cculturation looks at the choices made about the majority culture, whereas ethnic identity looks at the maintenance of the culture of origin” (p.  533-534). While Torres did not look at the explanation of the process involved in choosing a cultural orientation, she considered the construct of cultural orientation (Torres, 2003).  The cultural orientation of Hispanic college students were analyzed through the Bicultural Orientation Model (BOM).

After extensive questionnaires and interviews Torres could identify a Hispanic student’s orientation preference.

·         Bicultural Orientation – a preference to function competently in both the Hispanic and  Anglo cultures.

·         Anglo Orientation – a preference to function within the Anglo culture.

·         Hispanic Orientation – a preference to function within the Hispanic culture.

·         Marginal Orientation – unable to function adequately within the Hispanic or Anglo cultures.

Torres’s longitudinal study identified two major categories of Hispanic Identity Development: Situation Identity and Influences on Change in identity development.  Torres recognized how the influences of where they grew up, generational status, and self-perception of societal status played a role in situating the identity of Latino college students, and how these students perceived their culture and environment.

Use in Higher Education

The significant increase in the Hispanic population identifies the need for higher education administrators to prepare for this shift in demographics.  There are two educational issues that must drive administrators to identify the needs of their Hispanic student population.  Hispanic students have the highest high school dropout rate of any group; and Hispanic students have a low college graduation rate.  To serve all Hispanic/Latino students it is important for student affairs practitioners to understand how cultural factors will affect the experiences of this population. 

Annotated Bibliography

Magolda, M. B., Torres, V. (2004). Reconstructing Latino identity: The influence of cognitive development on the ethnic identity process of Latino students. Journal of College Student Development, 45(3), 333-347.

Baxter Magolda and Torres conducted a qualitative longitudinal study, published in 2004, which addressed how ethnic identity is influenced by Latino college student’s cognitive development.  The goal of this study was to expand upon Torres’s previous research, while identifying the root of negative messages about ethnicity and reconstruct these negative images into positive images.  Participants were able to move away from a negative way of thinking.  The points of movement during the interview process were prompted by the reconstruction of knowledge and the Latino college student’s ability to integrate this new way of thinking into a holistic sense of self. 

References

Evans, N. J., Forney, D. S., Guido, F., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice. 2^nd Edition. San Francisco: Jossey-Bass.

Magolda, M. B., Torres, V. (2004). Reconstructing Latino identity: The influence of cognitive development on the ethnic identity process of Latino students. Journal of College Student Development, 45(3), 333-347.

Torres, V. (2003).  Validation of a bicultural orientation model for Hispanic college students.  Journal of College Student Development, 40(3), 285-298.

Torres, V. (1999). Influences on ethnic identity development of Latino college students in the first two years of college.  Journal of College Student Development, 44 (4), 532-547.